Thursday, June 24, 2010

Children having naturalistic intelligence may exhibit some of the following characteristics. They may:

Have keen sensory skills - sight, sound, smell, taste and touch.Readily use heightened sensory skills to notice and categorize things from the natural world.Like to be outside, or like outside activities like gardening, nature walks or field trips geared toward observing nature or natural phenomena.Notice patterns easily from their surroundings -- likes, differences, similarities, anomalies.Are interested and care about animals or plants.Notice things in the environment others often miss.Create, keep or have collections, scrapbooks, logs, or journals about natural objects -- these may include written observations, drawings, pictures and photographs or specimens.Are very interested, from an early age, in television shows, videos, books, or objects from or about nature, science or animals.Show heightened awareness and concern of the environment and/or for endangered species.Easily learn characteristics, names, categorizations and data about objects or species found in the natural world.

Activities that children with naturalistic intelligence will enjoy

To collect leaves, stones, bugs, flowers etc.To identify the types of flowers and trees in your back yard or neighborhood.To learn the different types of animals (e.g., types of dogs and cats, wildlife, squirrels, birds, etc.).To develop an interest in collecting pictures of animals such as eagles, horses, or dogs or plants etc.To do outdoor activities such as camping, fishing, gardening etc.To watch National Geographic, the Discover Channel, or other programming that examines wildlife, fish, whales, and other animals.

Friday, June 18, 2010

Naturalistic is the most recent addition to Gardner’s theory (Gardner,2001) and has been met with more resistance than his original seven intelligences. According to Gardner, individuals who are high in this type of intelligence are more in tune with nature and are often interesting in nurturing, exploring the environment and learning about other species. These individuals are said to be highly aware of even subtle changes to their environments.

Naturalistic intelligence is the ability to recognize patterns in nature and to classify according to minute detail. For those students in tune with nature, the inclusion of the following activities may help them learn material by creating a naturalist inclusive atmosphere: nature walks, pet or plant in the classroom, and nature films (Amstrong, 1994). Armstrong also suggests using plants as props, this is where natural things or elements are used to explain course concepts and it also invokes learning from observation from class windows. To incorporate the naturalist intelligence, Kagan and Kagan(1998) suggest using categorization of class concepts. Activities such as blindfolded walks (for the purpose of relying on different senses), inferring, theorizing, keeping field logs, noting distinctions among similar items, understanding interdependence, hypothesizing, and experimenting all engage with the naturalist intelligence as well (Campbell, Campbell, Dickinson,1996).

Friday, June 11, 2010

Individuals who are strong in intrapersonal intelligence are good at being aware of their own emotional states, feelings and motivations. They tend to enjoy self-reflection and analysis, including day-dreaming, exploring relationships with others and assessing their personal strengths.

Intrapersonal Intelligence Involves Being Aware of Self

•Keep a diary/journal about what they learn each day & what it means to them•Share meaningful personal experience.•Write about your perceptions.•Focus on some particular weakness and strengthen it.•keep track of his/her moods and feelings when working in a given area of study.•imagine & create having a dialog with a famous figure, historical or otherwise.

Tuesday, June 8, 2010

The person with intrapersonal intelligence can be introverted, prefers to work alone and has clear knowledge of what he or she needs in most settings. This knowledge is based on a very keen understanding of self. Such people may be excellent at self-reflection and possess clear goals for the future. They also may be highly motivated people because of what appears to be an innate understanding of what they need.

Some people who agree with Gardner’s theories believe that those who possess intrapersonal intelligence in great degree need opportunities to work alone, but may require some extra care because of a high level of perfectionism associated with this form of intelligence. Children who seem very self-reflective but that lack interpersonal skills might be served by being encouraged to work in group settings from time to time to develop other intelligences. The inherent danger of intrapersonal intelligence is that the person becomes too reclusive because he or she is most satisfied by his own thoughts or work. Helping such people learn not to isolate themselves and to tolerate others who may have different goals can be valuable.

In college, students are given an opportunity to reflect and express themselves through the materials they are learning. Students need to examine their belief systems and values in relation to the materials being studied or discussed and may call for higher-order thinking and reasoning such as synthesizing. Meta-cognitive processing where students need to think about and analyze their own patterns of thinking would play a pivotal role in the acquisition of intrapersonal intelligence. Activities such as autobiographical reporting, or reflective exercises which explore how certain issues or events have changed one's life lend themselves effectively to developing interpersonal intelligence.

Instructors can include the intrapersonal intelligence through activities such as independent study, self-paced instruction, individualized projects and games, private spaces for study, one minute reflection periods, encouraging personal connections, options for assignments or projects, exposure to inspirational/motivational curricula, journal keeping, self-esteem activities, and goal setting (Armstrong, 1994). Campbell, Campbell, and Dickinson(1996) also add the following activities for the inclusion of intrapersonal intelligence: compliment circles, individual acknowledgement, peer support, challenging students to learn, metacognition and encouraging the identification and expression of feelings.

Saturday, June 5, 2010

People with Interpersonal intelligence are good with people and thrive in social interactions. They are good at reading, empathize and understanding others. They are good at working with others and have many friends. They learn best through interaction and dialogue.

Common Characteristics

EmpatheticExtravertedEnjoy social eventsLove groups and crowdsEnjoying teaching othersHave many friendsEnjoy team sportsLike to counsel othersLove meeting new peopleCooperative in groupsSensitive to others' moods

Tuesday, June 1, 2010

•Participate in group projects.•Combined learning.•Party in a group.•Conduct a meeting to solve problems.•Resolve conflict.•Discuss and debate an issue.•Brainstorm on any subject.•Interpret others' feelings.•Join a sports activity group.•Form activity or social clubs.•Participate in group book reading and share views.

Sunday, May 30, 2010

Interpersonal intelligence is the ability to make distinctions among other individuals in regard to their moods, motivations and temperaments and to communicate with others. Interpersonal intelligence would emphasize the ability of students to work as part of a group, which requires verbal and non verbal communication skills, co-operation and empathy within a group. The focus would be on learning in groups or in pairs. Students should be encouraged to use the knowledge and skills to help the group or partner succeed. Brainstorming, coaching, demonstration of certain skills, carrying out surveys and writing a report on the findings, projects, discussion and debates would be some of the activities under interpersonal intelligence.

To help students learn with and from others, instructors can incorporate cooperative groups, interpersonal interaction, conflict mediation, peer teaching, group brainstorming, peer sharing, community involvement, and parties or social gatherings as context for learning (Armstrong, 1994). Approaches such as encouraging the development of social skills and service learning are also interpersonally grounded (Campbell, Campbell, Dickinson,1996), as well as interviewing for knowledge and finding individuals with like interests. (Kagan and Kagan ,1998). To encourage interpersonal interaction in my classes, students often work in small groups that I assign. Later in the semester, students have become comfortable enough to choose their own groups.

Friday, May 28, 2010

People with Visual intelligence are artistic. They are very aware of their surroundings and are good at remembering images. They have a great sense of direction. They like to draw, paint and read maps. They learn best through drawings and visual aids

Common Characteristics:

Good at solving visual puzzles Enjoyed geometry in schoolGood at drawingCan visualize pictures in headNotices colors and shapesEnjoys photographyGood with directionsCan remember places vividlyGood at artistic compositionLikes books with pictures

Wednesday, May 26, 2010

Do you find your students thinking in pictures and images, have a good eye for detail and color, and like to draw and create? If so, your kids may perform well in visual and spatial activities. These types of children are known to be Art Smart or Space Smart, according to Howard Gardner.

When your students use their visual spatial intelligence, like young artist Marla Olmstead, they have good artistic abilities, an eye for detail, and they may enjoy painting, coloring, drawing, and sculpting. You can use these visual spatial activities with your lesson plans in the classroom.

Arts and Crafts Activities

•Take photographs•Make puppets for puppet show•Paint, draw or color•Make a poster or advertisement•Make a mobile•Play with colors•Design clothing and accessories•Design a logo•Draw a picture from a math problem•Illustrate a book

Visual Activities

•Guided Imagery•Pretend or imagine•Create a mind map•Watch a movie or educational video

Spatial Activities

•Draw or build something three dimensional•Estimate in size or amount in math•Create or read a map•Play with geometry shapes•Puzzles•Mazes - Create Your Own Maze Activity•Graphic Organizers

Friday, May 21, 2010

Today we learn about visual/ spatial intelligence. Visual/Spatial is the ability to perceive and recreate the visual world accurately, to visualize in one’s head and to give some kind of order and meaning to objects in space. Visual/Spatial Intelligences call upon our creative and artistic elements, particularly a vivid imagination and can be effectively used in the classroom in a variety of ways.

For this intelligence, students should be able to demonstrate visual perception, which would include the use of images, designs, colours, pictures, visual symbols, patterns designs and shapes. Drawing and painting pictures have to be considered in this category, as would drawing a map. Finding our way from one place to another or visualizing activities are also important. Mappings, as well as activities like sculpting are also suitable activities. Many activities involve an individual’s spatial intelligence. Instructors can employ the use of visual/spatial learning environment equipped with access to visual tools, intentional display areas and changing perspectives through rotating seating. (Campbell, Campbell, Dickinson,1996).

Although these careers can be duplicated through virtual simulation, they will not produce the actual physical learning that is needed in this intelligence

Common Characteristics

Learns by "doing"Would rather touch than just lookWell-coordinated withgood motor skillsLikes figuring out how things workEnjoys the outdoorsLikes to work with handsCan't sit still for too longEnjoys sports and exhilarating experiencesLikes to be activeHas a lot of physical energyAthletic

Sunday, May 16, 2010

People with this type of intelligence learn best through bodily movement and usually excel in physical activities such as dancing and sports. They have excellent motor skills and balance. They often have a difficult time sitting still in traditional classrooms and want to get up and "do" the activity. Athletes, doctors, soldiers, dancers and actors are strong in this intelligence. This may be one of your strongest intelligences if you...

• Excel in sports.• Are a good dancer.• Are expressive and skilled at acting.• Can build things.• Can accurately throw or hit a ball.

Bodily-Kinesthetic Intelligence Involves Physical Activity

•Role-play an event.•Make a castle of cards or a sand castle.•Build or construct a model of some structure.•Repair a mechanical equipment.•Plan and go on a field trip. •Demonstrate a hands-on activity•Dance.•Learn martial arts.•Play games.•Do physical exercises.•Trekking or mountain climbing.

Friday, May 14, 2010

Bodily/ kinesthetic is the ability to use and understand physical movement, a mastery over body movement or the ability to manipulate objects with finesse. For bodily/kinesthetic intelligence, the emphasis is on practical demonstration or action such as physical exercises, sports, games, martial arts and drama.

Students should be able to demonstrate control of various motor activities through activities like games, athletics and exercise, dance, drama, gestures and mime. Students would have ample opportunities to show their creativity and originality by inventing a new game or an original dance sequence. To include those students who have many strengths with “hands-on” material, instructors might try using creative movement, hands-on thinking, field trips, classroom theatre, competitive and cooperative games, use of kinesthetic imagery, tactile materials and experiences and using communicative body language. (Armstrong, 1994; Campbell, Campbell, Dickinson, 1996).

Monday, May 10, 2010

People with this intelligence typically have good pitch, can sing, and play different musical instruments. They like to have music playing in the background and often use music and rhythms to help memorize information. Musicians, composers and singers have this type of intelligence. This may be one of your strongest intelligences if you...

• Can perform well in a band.• Can read music and remember old songs.• Will analyze a new song critically.• Can figure out how to play a tune on an instrument.• Are able to compose music.

Musical Intelligence activities:

•Sing songs.•Play or compose music.•Write lyrics or short jingles.•Create rhythmic patterns.•Play different musical instruments in a group.•Partcipate in choir or solo singing.•Hum and rap.•Demonstrate the working of a musical instrument.•Explain differences and similarities in tones and sounds.•Practice singing in a group.

Saturday, May 8, 2010

Do you love music? Musical Intelligence is the ability to discern meaning in or to communicate with tonal patterns, sounds, rhythms and beats. Musical/rhythmic intelligence calls for students to display auditory skills, which basically includes hearing and producing sounds. So, students would have to produce sounds with their vocal chords and the body (e.g. clapping using their hands or tapping with their feet). They can also produce sounds using a variety of musical instruments or produce sounds occurring in the environment like a bird sounds, the wind or sounds produced by a train using their imagination and creativity.

Through music, students can be taught the structure of music, schema for hearing music and sensitivity to the quality of various sounds. Activities which require students to create melody and rhythm as well as expression of thoughts through song or music are integral to the development of musical/rhythmic intelligence.

To incorporate the musical intelligence, instructors can play mood and background music, linking tunes with class concepts and giving students musical options for their projects or assignments (Armstrong,1994). Campbell, Campbell, Dickinson(1996) suggest that background and mood music helps set an engaging climate for students to work in, as well as providing supportive technology. Even having a portable compact disc player in class gives students options.

Hi! Everyone know that people with Logical intelligence are abstract thinkers and are attracted to logic and reasoning. They are good at investigation and scientific processes.They learn best by logic.

Common Characteristics for this people are:1.Can easily do math in their head2.Good at strategy games3.Have a mind "like a computer"4.Really like math5.Enjoy science experiments6.Organize things by category7.Abstract thinker8.Look for a rational explanations9.Wonder how things work

Friday, May 7, 2010

At home, here are some ideas and things children can do to further develop and enjoy their Logical-Mathematical intelligence, whether it is one of their stronger intelligences or not:

· Play logical-mathematical games such as chess, backgammon, or cribbage with familyand friends.· Work on logic puzzles and brain teasers.· Become proficient at using a computer (keyboarding and understanding how computerswork.· Perform experiments using a chemistry set or other scientific activities.· Make up math problems and then try solving them in their head, and then use acalculator to check their answer.· Pretend they own stock in a company, and then check in the daily newspaper to seeif they have gained or lost money.· Read about famous scientists and others who use their Logical-Mathematicalintelligence in their career.· Subscribe to a magazine that features scientific news, such as Omni.· Help with family finances such as budgets and balancing the checkbook.· Use a telescope or microscope to explore their surroundings.· Use Lego’s, K-Nex or other such building toys to build creative structures.· Learn to play a musical instrument (which research has shown improves math skills).

Students use the Logical-Mathematical intelligence in school, not just in math or science, but in almost all subjects. Just as with all intelligences, there are many ways to be number/logic smart. Some students will demonstrate it through science fair projects, yet may not do as well on science tests. Others may struggle on math assignments because their teacher wants them to show their work, but they do the computations quickly in their head, and don’t feel as though they should have to show them on paper. Still others will do very well in drafting classes where they can “draw” with a ruler, but may do poorly in art, because they cannot draw freehand.

Wednesday, May 5, 2010

As we already know, there are 7 types of multiple intelligences that proposed by Howard Gardner. Logical/Mathematical intelligence is the ability to use inductive and deductive thinking, numbers and abstract patterns. This intelligence is often referred to as scientific thinking such as comparing, contrasting and synthesizing information. We use logical/mathematical intelligence so often in our daily lives in activities such as making shopping lists and budgeting. All forms of problem solving come under this category. This intelligence is some-times dubbed "scientific thinking" (Lazear, 1994).

Logical or mathematical intelligence would involve skills such as being able to recognize abstract patterns, establishing relationships and setting priorities. While it is true that logical/mathematical intelligence is usually observable in science and mathematics, with thought and planning logical/mathematical intelligence can be used in all the subjects in the curriculum. It is also not confined to activities that include the use of abstract symbols, formulas, calculations and the use of codes.

Other activities such as graphic organizers, number sequences, establishing relationships, and pattern games are also suitable. Problem solving, outlining and syllogisms are suitable for logical and mathematical intelligence. To include the mathematical-logical intelligence, Campbell, Campbell and Dickinson (1996) offer many great ideas such as diverse questioning strategies, posing open-ended problems, applying math to real world situations and using concrete objects to demonstrate understanding. They also suggest using prediction and verifying logical outcomes, discerning patterns and connections in diverse phenomena, justifying or verifyingstatements or opinions, providing opportunities for observation and investigation, using technology to teach, learn, and extend student understanding, and connecting mathematical concepts to other subject matter areas. These approaches were in and personal blog, requirements for students to visit workshops and/or presentations that apply to class material with the purpose of students reflecting and connecting and writing about the subject matter.

So... did you use this intelligence in your life? Think about it. Have a good day & enjoy your reading!

Sunday, May 2, 2010

Do you have this intelligence? Sometimes we didn't know that we have this intelligence. Today i will explain about the verbal/linguistic intelligence.

Verbal/Linguistic intelligences is the ability to understand and use language, both written and spoken, sensitivity to the meaning of words and the different functions of language. Verbal/linguistic intelligence is most commonly used as we use it in daily communication, whether formal or informal, written or spoken. Students are called upon to use verbal/linguistic intelligence when they write essays or poetry. To tell a story or a joke, solve a word puzzle or word game also use verbal and linguistic skills. Some of the activities that facilitate the development of this intelligence include reading, vocabulary, writing and making speeches, journal or diary keeping, creative and poetry writing, debates, impromptu speaking, or story telling (Lazear, 1994).

Armstrong( 1994) proposes using worksheets, manuals, brainstorming, word games, sharing time, student speeches, storytelling, talking books and cassettes, extemporaneous speaking, debates, journal keeping, individualized reading, reading to the class, memorizing linguistic facts, tape recording one’s works, publishing, and writing. Campbell, Campbell, and Dickinson (1996) also suggest using all the activities listed above by Armstrong, but also list others such as teaching and expanding upon effective listening skills, interviewing others for knowledge, developing a classroom library, nurturing an appreciation for the process of writing, and including computer programs to learn linguistic concepts. More narrowly, to engage student’s linguistic intelligence, Kagan and Kagan (1998) suggest an activity they term “Round Robin,” which can be easily applied to college instruction. It entails having students share their written work with their peers for the purposes of either sharing or generating ideas or publishing their work.

As a teacher, we must know about student intelligence. Also to parents.. please identify your children intelligences....

Saturday, May 1, 2010

Do you know what are the different between multiple intelligences and learning styles.Learning styles is a term used to describe the attitudes and behaviours, which determine an individual's preferred way of learning. Most people are not aware of their learning style preferences (Honey & Mumford, 1992). Learning styles are usually more intrinsic, part of the learner’s inherent personal traits, whereas learning approaches are more externally driven by other factors, i.e. overload, assessment method, etc. This however does not mean that learning styles cannot be modified. Students can easily become bored and frustrated if the teaching method is only tapping into one types of learning style, as most classes have students with a range of learning style preferences.

In addition to intelligence, personality is the second dimension of individual traits. Students have different natures and personalities, each having a set of specific qualities. The concept of style is associated with individuality and invariably used to describe an individual quality, form, activity or behaviour sustained over time. Just as students have different personalities, they also have different styles of learning. For example, students differ in the way they learn the names of people they meet. If they learn better when they see it written down, they may be a visual learner, a person who learns best by seeing or reading, they may be linguistic learner. If they learn a name better by hearing it they may be an auditory learner. The manner in which a person habitually approaches or responds to learning tasks is defined as their personal learning style (Riding & Rayner, 1998).

Two main categories of individual traits in learning that are consistent over the long term can be identified: intelligences and style. Comparing intelligences to style, individual differences in intelligence refer to the ability with which one can do something, whereas styles refer to preferences in the use of abilities. Much research has been conducted on the integration of learning styles in the design of adaptive educational systems. In contrast, there is much evidence to support the concept of intelligence as a predictor of learning performance. Instead with intelligence, there is much debate about how intelligence can be measured and on the concept of a single general intelligence level where all abilities are correlated. Critics argue that good or poor performance in one area in no way guarantees similar performance in another and that the full range of intelligent behaviour is not completely captured by any single general ability (Snow, 1992; Sternberg, 1996).

With the explanation above, i hope you will understand about the learning styles.... bye... see you again.

Friday, April 30, 2010

There are at least seven types of intelligences that human possess. They are verbal/linguistic, logical/mathematics, visual/spatial, bodily/kinesthetic, musical, intrapersonal and interpersonal skills. The first two which are verbal/ linguistic and logical/ mathematics skills are describe as Intelligent Quotients (IQ) and the last two which are intrapersonal and interpersonal skills are describe as Emotional Intelligent (E.Q) (Goleman, 1995). It is believed that every human being has at least one intelligent and some of them can even possess to a maximum of eight intelligences.).

According to multiple intelligences theory each person is born with a full range of capabilities and aptitudes, though some are naturally stronger and some naturally weaker in each individual. These differences do not indicate that one person is more or less intelligent than the next but simply that each one learns, thinks, processes and produces differently. Howard Gardner (1993) is a psychologist and professor at Harvard University's Graduate School of Education. Based on his study of many people from many different walks of life in everyday circumstances and professions, Gardner developed the theory of multiple intelligences. In brief, Gardner suggested that all human beings possess all nine intelligences in varying amounts and each person has a different intellectual composition. These intelligences are located in different areas of the brain and can either work independently or together. These intelligences may define the human species.

Each person has two or three dominant intelligences that he or she uses to complete daily tasks, solve problems and respond in stressful situations. In addition, most all people have the ability to develop skills in each of the intelligences and to learn through them. Gardner (1999) previously defined eight intelligences and has recently considered an ninth. He implies that everyone has the capacity for all of the intelligences but develops each intelligence to varying levels. There is current debate about the existence of a ninth intelligence, the existential or spiritual intelligence but Gardner has not formally included it in his model yet (Gardner, 2000).

Multiple Intelligences theory, when applied in the classroom, suggested that any subject matter can be approached in multiple ways, using the eight distinct pathways. Teachers are capable to expand the traditional modes of teaching, such as lecturing and explaining, by using visual art to illustrate geometric principles or using drama and dance to enhance reading comprehension. Educators are in the position of deciding the best way to help their students. Studies also found that learners can strengthen their learning preferences and at the same time, strengthen their weaker skill areas (Seay, 2004).